Mathematics Teacher Educator Podcast

Episode 63: Empowering Mathematics Teachers to Support Emergent Bilinguals: A Collaborative Approach to Integrating Funds of Knowledge

In this episode, we explore a recent article, titled “Empowering Mathematics Teachers to Support Emergent Bilinguals: A Collaborative Approach to Integrating Funds of Knowledge”, from Volume 14, Issue 3 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the authors, Jiyeong Yi and Shristi Shrestha. The article was also authored by Jasmine Sourwine. Yi, J., Sourwine, J., & Shrestha, S. (2026). Empowering Mathematics Teachers to Support Emergent Bilinguals: A Collaborative Approach to Integrating Funds of Knowledge. Mathematics Teacher Educator, 14(3), 151-167. https://doi.org/10.5951/MTE.2025-0010 Mathematics Teacher Educator Writing Tool The Mathematics Teacher Educator podcast is supported by Amidon Planet. Special Guests: Jiyeong Yi and Shristi Shrestha.

Episode 62: Broadening Participation in Mathematics With Equity Analytics (EQUIP-Informed): A Teacher Professional Development Model for Centering Equity

In this episode, we explore a recent article, titled “Broadening Participation in Mathematics With Equity Analytics (EQUIP-Informed): A Teacher Professional Development Model for Centering Equity”, from Volume 14, Issue 3, of the _Mathematics Teacher Educator_ journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the article author Eva Thanheiser. The article was also authored by Kathryn Roman

Episode 61: Critically Conscious Mathematics Leaders: Fostering Specialists’ Learning and Transformative Leadership

In this episode, we explore a recent article, titled “Critically Conscious Mathematics Leaders: Fostering Specialists’ Learning and Transformative Leadership”, from Volume 14, Issue 3 of the _Mathematics Teacher Educator_ journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the article authors, Katherine Comey Edwards and Courtney K. Baker.

Episode 60: Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics

In this episode, we explore a recent article, titled “Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon and article authors, Kelly Navas and Karina Hensberry.

Episode 59: Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials With Integrity

In this episode, we explore a recent article, titled “Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials With Integrity”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon and article authors, Jean Lee, Gary Martin, and Glenn Waddell. The article was also authored by Amy Ro

Episode 58: Engaging in Equity-Oriented Mathematics Teaching Together: A Tool to Support Mentor and Teacher Candidate Learning

In this episode, we explore a recent article, titled “Engaging in Equity-Oriented Mathematics Teaching Together: A Tool to Support Mentor and Teacher Candidate Learning”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon and article authors, Taylor Stafford, Heather Fink, and Melinda Knapp . The article was also aut

Episode 57: Dilemmas and Design Principles in Planning for Justice-Oriented Community-Based Mathematical Modeling Lessons

This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article,

Episode 56: Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education

The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist

Episode 54: “Rahul is a Math Nerd” and “Mia Can Be a Drama Queen”: How Mixed-Reality Simulations Can Perpetuate Racist and Sexist Stereotypes

This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates mixed-reality simulations of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might arise in simulated spaces. We used Discourse analysis to classify the stereotypes present and the EQUI

Episode 55: When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation

We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a re

Episode 53: Building Mathematics Professional Development With an Explicit Attention to Concepts and Student Opportunities to Struggle Framework

Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students’ opportunities to struggle, have been consistently linked to improving students’ mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of professional development (PD) offerings. We describe three examples of how the framework is used to support teacher learning and classroom instruction

Episode 48: Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses

Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics

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Episode 51: Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/ revision” orientation

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Episode 49: Filling a “Void”: The Mathematical Quality in Planning Protocol for Mathematics Teacher Educators

This article explores one novice mathematics teacher educator’s initial use of the Mathematical Quality in Planning Protocol, an innovative tool that was developed to assist in providing feedback on the mathematical quality of novice mathematics teachers’ lesson plans. The protocol was devised to help mathematics teacher educators bridge the gap between prospective teachers’ mathematical content knowledge and their mathematical content knowledge for teaching. Results of our analysis on an initia

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Episode 52: Adaptations to Support the Flint Water Task

This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. The Flint Water Task has shown great promise in achieving the dual goals of exploring mathematical modeling while building awareness of social justice issues. This Perspectives on Practice article focuses on two adaptations of the task—gallery walks and What I Know, What I

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Episode 47: Taking a Spatial Turn in Mathematics Teacher Education

The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why explicitly considering spatial ways of knowing is important in mathematics teacher education. We begin by providing theoretical arguments for the importance of considering space in mathematics education. We then present a rationale for why considering space

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Episode 46: Developing Equity Literacy and Critical Statistical Literacy in Secondary Mathematics Preservice Teachers

There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that include an integrated focus on developing equity literacy and critical statistical literacy. In this article, we provide an overview of our materials’ design along with a detailed look at one activity regarding racial demographics and tracking in high school STE

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Episode 50: Engaging Teachers in the Combination of Statistical Investigation and Social Justice: Fairness in School Funding

This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. We built on Aguirre et al.’s (2019) integration of mathematical modeling and social justice issues in mathematics teacher education to similarly integrate statistical investigations with social justice issues

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Episode 45: From Argumentation to Truth-Telling: Critical Race Theory in Mathematics Teacher Education

Critical Race Theory (CRT) has entered into public discourse at an accelerated rate. Instead of using CRT as a basis to produce a more racially conscious populace, the latest hysteria, unfortunately, has centered on ban- ning CRT. Governmental actions have been instituted to establish executive orders to forbid CRT training. Administrators and educators have been written up, sus- pended, and even terminated for teaching about race. The current landscape around CRT is about censoring race-related

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Episode 44: Continuous Improvement Lesson Study: A Model of MTE Professional Development

A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process wa

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